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  1. The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing.Rachel Fiona Cann, Claire Sinnema, Alan J. Daly, Joelle Rodway & Yi-Hwa Liou - 2022 - Frontiers in Psychology 13.
    Wellbeing in schools is often focused at the individual level, exploring students’ or teachers’ individual traits, habits, or actions that influence wellbeing. However, studies rarely take a whole-school approach that includes staff wellbeing, and frequently ignore relational and organizational level variables. We take a systems informed positive psychology approach and argue that it is essential to build greater understanding about organizational and relational influences on wellbeing in order for schools to support educator wellbeing. Our study evaluated the relative contributions of (...)
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  • Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement.Petruta P. Rusu & Aurora A. Colomeischi - 2020 - Frontiers in Psychology 11.
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  • Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career.Xianhan Huang, John Chi-Kin Lee & Anne Christiane Frenzel - 2020 - Frontiers in Psychology 11.
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  • Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers’ Well-Being: The Mediation of Emotional Regulation.Jiying Han, Hongbiao Yin & Junju Wang - 2020 - Frontiers in Psychology 11.
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  • A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers.Shen Xiyun, Jalil Fathi, Naser Shirbagi & Farnoosh Mohammaddokht - 2022 - Frontiers in Psychology 13.
    Because of the exacting nature of teaching, identifying factors affecting teachers’ mental health and psychological wellbeing are of paramount importance. Parallel with this line of inquiry, the goal of this project was to test a model of psychological wellbeing based on teacher self-efficacy and emotion regulation in an EFL context. To this end, 276 Iranian English teachers participated in this survey. First, the measurement models for the three latent constructs were verified through performing Confirmatory Factor Analysis. Then Structural Equation Modeling (...)
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  • Exploring University Instructors’ Achievement Goals and Discrete Emotions.Raven Rinas, Markus Dresel, Julia Hein, Stefan Janke, Oliver Dickhäuser & Martin Daumiller - 2020 - Frontiers in Psychology 11.
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  • Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test.Karen Aldrup, Bastian Carstensen, Michaela M. Köller & Uta Klusmann - 2020 - Frontiers in Psychology 11:519912.
    Teachers’ social-emotional competence is considered important to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers’ occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a (...)
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  • The Complex Interplay Between Emotion Regulation and Work Rumination on Exhaustion.Martin Geisler, Sandra Buratti & Carl Martin Allwood - 2019 - Frontiers in Psychology 10.
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  • Profiles of Burnout, Coping Strategies and Depressive Symptomatology.Juan Pedro Martínez, Inmaculada Méndez, Cecilia Ruiz-Esteban, Aitana Fernández-Sogorb & José Manuel García-Fernández - 2020 - Frontiers in Psychology 11.
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